Lecture Notes for Your Interpersonal Communication , 1st Edition

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Instructor’s ManualforMottet, Vogl-Bauer, HouserYour Interpersonal CommunicationInstructor’s Manual prepared byMeredith Marko HarriganState University of New York at GeneseoTest Bank prepared byKatrina M. EicherElizabethtown Community & Technical College

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iTable of ContentsPreface.......................................................................................................................................................................vSample Syllabus...................................................................................................................................................viiMovie Choices.........................................................................................................................................................xSample Course Schedules................................................................................................................................xiiTentative Course Schedule (15 week)...................................................................................xiiTentative Course Schedule (12 week)..................................................................................xiiiInstructor’s Manual..............................................................................................................................1Chapter 1: Interpersonal Communication and Personality...................................................3Learning Objectives...............................................................................................................3Concise Chapter Summary....................................................................................................3Sample Answers for Discussion Questions (p. 29).............................................................3Activities and Assignments...................................................................................................8Chapter 2: Understanding Self, Personality, and Communication......................................11Learning Objectives.............................................................................................................11Concise Chapter Summary..................................................................................................11Sample Answers for Discussion Questions (p. 59)...........................................................12Activities and Assignments.................................................................................................15Chapter 3: Understanding Your Perceptions of Others.......................................................17Learning Objectives.............................................................................................................17Concise Chapter Summary..................................................................................................17Sample Answers for Discussion Questions (p. 87)...........................................................17Activities and Assignments.................................................................................................20Chapter 4: Accessing and Developing Verbal Message Skills..............................................23Learning Objectives.............................................................................................................23Concise Chapter Summary..................................................................................................23Sample Answers for Discussion Questions (p. 115).........................................................23Activities and Assignments.................................................................................................27Chapter 5: Understanding, Assessing, and Developing Nonverbal Messages....................31Learning Objectives.............................................................................................................31Concise Chapter Summary..................................................................................................31Sample Answers for Discussion Questions (p. 149).........................................................31Activities and Assignments.................................................................................................36Chapter 6: Assessing and Developing Listening and Responding Skills.............................41Learning Objectives.............................................................................................................41Concise Chapter Summary..................................................................................................41Sample Answers for Discussion Questions (p. 177).........................................................41Activities and Assignments.................................................................................................44Chapter 7: Emotions and Communication............................................................................47Learning Objectives.............................................................................................................47Concise Chapter Summary..................................................................................................47Sample Answers for Discussion Questions (p. 203).........................................................47Activities and Assignments.................................................................................................51

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iiChapter 8: Conflict in Relationships: Awareness to Resolution..........................................53Learning Objectives.............................................................................................................53Concise Chapter Summary..................................................................................................53Sample Answers for Discussion Questions (p. 232).........................................................54Activities and Assignments.................................................................................................60Chapter 9: Understanding Relationships..............................................................................65Learning Objectives.............................................................................................................65Concise Chapter Summary..................................................................................................65Sample Answers for Discussion Questions (p. 257).........................................................65Activities and Assignments.................................................................................................68Chapter 10: Self-Disclosure and Intimacy in Relationships.................................................71Learning Objectives.............................................................................................................71Concise Chapter Summary..................................................................................................71Sample Answers for Discussion Questions (p. 281).........................................................71Activities and Assignments.................................................................................................74Chapter 11: Family and Friend Relationships......................................................................77Learning Objectives.............................................................................................................77Concise Chapter Summary..................................................................................................77Sample Answers for Discussion Questions (p. 305).........................................................77Activities and Assignments.................................................................................................79Chapter 12: Workplace Relationships...................................................................................83Learning Objectives.............................................................................................................83Concise Chapter Summary..................................................................................................83Sample Answers for Discussion Questions (p. 327).........................................................83Activities and Assignments.................................................................................................85Chapter 13: Interpersonal Communication Research..........................................................87Learning Objectives.............................................................................................................87Concise Chapter Summary..................................................................................................87Sample Answers for Discussion Questions (p. 343).........................................................87Activities and Assignments.................................................................................................89Test Bank...............................................................................................................................................91Chapter 1 Test Bank................................................................................................................931-1 Multiple Choice Questions...........................................................................................931-2 True/False Questions.................................................................................................1011-3 Completion (fill-in-the-blank) Questions.................................................................1021-4 Essay Questions..........................................................................................................105Chapter 2 Test Bank..............................................................................................................1092-1 Multiple Choice Questions.........................................................................................1092-2 True/False Questions.................................................................................................1152-3 Completion (fill-in-the-blank) Questions.................................................................1172-4 Essay Questions..........................................................................................................119

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iiiChapter 3 Test Bank..............................................................................................................1233-1 Multiple Choice Questions.........................................................................................1233-2 True/False Questions.................................................................................................1293-3 Completion (fill-in-the-blank) Questions.................................................................1303-4 Essay Questions..........................................................................................................132Chapter 4 Test Bank..............................................................................................................1354-1 Multiple Choice Questions.........................................................................................1354-2 True/False Questions.................................................................................................1414-3 Completion (fill-in-the-blank) Questions.................................................................1434-4 Essay Questions..........................................................................................................145Chapter 5 Test Bank..............................................................................................................1495-1 Multiple Choice Questions.........................................................................................1495-2 True/False Questions.................................................................................................1555-3 Completion (fill-in-the-blank) Questions.................................................................1565-4 Essay Questions..........................................................................................................159Chapter 6 Test Bank..............................................................................................................1636-1 Multiple Choice Questions.........................................................................................1636-2 True/False Questions.................................................................................................1696-3 Completion (fill-in-the-blank) Questions.................................................................1706-4 Essay Questions..........................................................................................................173Chapter 7 Test Bank..............................................................................................................1777-1 Multiple Choice Questions.........................................................................................1777-2 True/False Questions.................................................................................................1837-3 Completion (fill-in-the-blank) Questions.................................................................1847-4 Essay Questions..........................................................................................................187Chapter 8 Test Bank..............................................................................................................1918-1 Multiple Choice Questions.........................................................................................1918-2 True/False Questions.................................................................................................1968-3 Completion (fill-in-the-blank) Questions.................................................................1988-4 Essay Questions..........................................................................................................200Chapter 9 Test Bank..............................................................................................................2039-1 Multiple Choice Questions.........................................................................................2039-2 True/False Questions.................................................................................................2099-3 Completion (fill-in-the-blank) Questions.................................................................2109-4 Essay Questions..........................................................................................................213Chapter 10 Test Bank............................................................................................................21710-1 Multiple Choice Questions.......................................................................................21710-2 True/False Questions...............................................................................................22310-3 Completion (fill-in-the-blank) Questions...............................................................22510-4 Essay Questions........................................................................................................227Chapter 11 Test Bank............................................................................................................23111-1 Multiple Choice Questions.......................................................................................23111-2 True/False Questions...............................................................................................23711-3 Completion (fill-in-the-blank) Questions...............................................................23911-4 Essay Questions........................................................................................................241

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ivChapter 12 Test Bank............................................................................................................24512-1 Multiple Choice Questions.......................................................................................24512-2 True/False Questions...............................................................................................25112-3 Completion (fill-in-the-blank) Questions...............................................................25312-4 Essay Questions........................................................................................................255Chapter 13 Test Bank............................................................................................................25913-1 Multiple Choice Questions.......................................................................................25913-2 True/False Questions...............................................................................................26513-3 Completion (fill-in-the-blank) Questions...............................................................26613-4 Essay Questions........................................................................................................269

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vPrefaceGreetings Professor!TheInstructor’s Manualfor Your Interpersonal Communicationwas createdto be a helpfuland easy-to-use pedagogical tool as you begin your journey teachingtheInterpersonal Communicationcourse with this new textbook.Thegoalofthis preface is tointroduce you to the content and style of thisresource.In each chapter has five key pieces of information:First, you will find the chapter objectives. This list of objectives will inform you of the mainlearning goals the authors have set for the chapter. This same list is also found on theopening page of each corresponding chapter in the textbook.Second, you will find a concise summary of the chapter. Each summary introduces thesubject matter of the chapter and various topic areas of importance to each subject matter.As you will see, the chapter summary aligns well with the chapter objectives.Third, you will find an informative but concisesampleanswer to each of the discussionquestions that appear on the final page of the corresponding chapter.Theseanswersincludethe specific talking points that studentsare expectedto address in a short answerexam question, journal entry, or take-home essay exam.Fourth,examples of activities and assignments you might use to supplement your lecturesin order to help your students engage in active learning.Some of these activities andassignments may work well in class while others are designed to be completed by thestudent outside of class. Moreover, the activities and assignments vary in time required forcompletion; utilize a variety of resources ranging from face-to-face interviews to onlinesources; target a range of learning styles; and require a variety of skills including reflection,application, and analysis. As you will see, the vast majority of assignments are writtentargeting thestudent as the reader. This style makesthe process of implementation easierfor you. You will also notice that for some activities or assignments,there isa “Professor’sNote” in the directions. These notes offer advice for helping you successfully implement theassignment. Please feel free to expand, shorten, or modify each activity or assignmentbased to fit your needs and the dynamics of your class.Finally,this resourceconcludes withthe Test Bank.You will find 30 multiple choice, 10true/false, 15 completion, and 5 essay questions,which assess students’ knowledge at thefactual, conceptual, and applied levels for each chapter of the textbook.You will find thatquestions are taken from almost every secondary heading of the textbook (marked ingreen) to ensure that each concept is covered somewhat equally.Essay questions areoften—butnotalways—takendirectlyorindirectlyfromthe“CheckingYourUnderstanding” box at the end of each chapter section, giving students a built-in study

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viguide for exams.These same questions are also available in Pearson’s electronic testgenerating website, MyTest.This flexible, online test-generating software includes allquestionsfoundintheTestBanksectionoftheprintedInstructor’sManual.Thiscomputerized software allows instructors to create their own personalizedexams, to editany or all of the existing test questions, and to addnew questions. Other special features ofthis program include randomgeneration of test questions, creation of alternative versionsof the sametest, scrambling of question sequence, and test preview before printing.Available atwww.pearsonmytest.com, you will need a password from your local PearsonRepresentative.Separate from this resource there are PowerPoint™Presentations for each chapter of thebook.Use them as a chapter outline or for the basis of your lecture.The package alsofeaturesselectedfiguresandimagesfromthebook!Availablefordownloadatwww.pearsonhighered.com/irc, you will also need to register for an access code.Wehope you find thiscollection of resources useful in the planning and execution of yourInterpersonal Communication course.May your journey into the study of interpersonalcommunication be exciting, rich, adventurous, and take you places you didn’t expect to go!Best wishes!Meredith Marko HarriganKatrina M. EicherJason PasquaInstructor’s ManualTest BankPowerPoint™

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viiSample SyllabusCOURSE NUMBER:COURSE TITLEInstructor:Office:Office Hours:Phone:Email:Required Text:Your Interpersonal Communication,1/e, © 2013 Pearson Education, Inc.Course Description:This course is designed to provide students with basic knowledge about interpersonalcommunication theory and practice. It creates awareness of the role personality plays inthe communication process. Students will be introduced to basic models, definitions, andapproaches to interpersonal communication. Some areas presented include perception,self-concept, perception, verbal and nonverbal communication, listening, conflict, emotion,self-disclosure, and intimacy. The course is designed to help students achieve greater levelsof communication competence in their family relationships, friendships, and workplacerelationships.Learning Objectives:Upon completion of this course one should be able to:Articulate the transactional nature of communication.Define interpersonal communication.Articulate how communication affects and reflects interpersonal relationships.Articulate the role of personality in interpersonal relationships.Articulate the role of nature and nurture in interpersonal relationships.Explain interpersonal communication through various theoretical perspectives.Explain numerous interpersonal communication constructs.Critically examine others’ interpersonal communicative experiences.Critically examine personal communicative choices.Course Activities:Percentage of Course GradeThink Pieces (average of 3)25%Film Application and Critique25%Midterm Exam20%Final Exam30%

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viiiDescription of Activities:Think Pieces–Think Pieces keep you active and engaged with the course materialbetween exams, provide you with an opportunity to read material beyond your text, andallow you to reflect and comment on complex and thought-provoking issues. Think Piecesalso provide you with the opportunity to practice and improve your writing, application,and critical thinking abilities. Each student will be asked to comment in writing on threeissues, questions, or readings. All responses must be typed, double-spaced, 3-4 pages inlength, written in standard paragraph form, submitted in hardcopy form, include anintroduction and conclusion, and follow APA 6thedition guidelines in form and citationstyle. Please see the course calendar for relevant dates.GradingEach Think Piece will be graded out of twenty-five points and transformed into apercentage grade (i.e., 23/25 = 92%). At the end of the semester, I will average your threescores and this average will count as your Think Piece grade. The point allocation will bebased on the following three categories:Quality of response(0-15 points)•Did the writer complete all aspects of the assignment?•Does it appear that the writer put careful thought into his or hercommentary?•Is the commentary easy to understand?•Is the commentary detailed and well-supported?•Is the commentary the appropriate length in pages?Application of course material(0-5 points)•Did the writer apply at least two course concepts within her or hiscommentary?•Did the writer preview the concepts for the reader?•Are the concepts applicable?•Is the application of material clear?•Is the application of material accurate?•Is the application well-integrated?Writing Skills(0-5 points)•Did the writer follow APA 6thedition guidelines for form?•Did the writer cite material when necessary?•Did the writer follow APA 6thedition guidelines when citing in-text and onthe reference page?•Did the writer proofread her or his response for spelling and grammarerrors?

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ixFilm Application and Critique–This project is designed to give you the opportunity toapply course material to a mediated example of interpersonal communication and come toappreciate the practical nature of our course material. Each student will engage in an in-depth analysis and written critique of a mediated example of interpersonal communication.All case studies must be typed, double-spaced, 10 pages maximum in length, written instandard paragraph form, submitted in hardcopy form, include an introduction andconclusion, and follow APA 6thedition guidelines in and citation style.Procedure:❖Choose a movie for your analysis from the list provided.❖Watch the movie in its entirety as many times as necessary to address each part of thisassignment.❖Following the guidelines of formal writing and using course terminology and text fromthe movie, prepare a paper addressing each of the following topics:oChoose one character upon which to focus. Describe what you believe is thischaracter’s self-concept. Describe their level of self-esteem. What factors lend insighttothedevelopmentandnegotiationofthischaracter’sself-concept?Provideexamples.oChoose a scene that involves interpersonal communication. How does the languageused by the characters in this scene function at the pragmatic level?How did menandwomenuseconversationritualsdifferently?Howdidcharacters’cultureinfluence their verbal messages?oChooseascenethatinvolvesinterpersonalcommunicationandanalyzethecharacters’ nonverbal communication. What channels of nonverbal communicationwere active? Provide specific examples. How did culture, gender, or technologyimpact the encoding or decoding of the nonverbal messages?oChoose a scene that involves the expression of emotions. What social emotions wereexperienced? Assess the characters’ emotional communication.oChoose a scene that involves conflict. Would you describe the conflict as constructiveor destructive? Why? Provide examples of confirming or disconfirming messagescharacters sent to one another.oChoosefourother concepts we studied this semester and discuss how they wereactive in this movie.oAssume the position of an interpersonal communication consultant. Based on whatyou have learned this semester, make specific and thoughtful recommendations for

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xhow one character in this movie might improve his or her level of interpersonalcommunication competence. Include this as your final point of discussion.Grading:Each of the above topic areas will be graded on a scale of 1-4 points for a total of 32 points.The calculation of points will then be transformed into a percentage grade (e.g., if you earn30 out of 32 points you will earn a 93.75% or an A.Grading Rubric for Topic Areas1 point–The author addressed less than half of the sub-questions. The author’s analysis isunclear and inaccurate. The author did not implement course concepts into his or heranalysis. The author did not implement illustrations from the movie to support his or herargument.2 points-The author addressed some but not all of the sub-questions. Or, the authorprovideslittleclarityoraccuracyinregardtoallthesub-questions.Theauthorimplemented few course concepts into his or her analysis. Or, the author’s application ofcourse material is unclear or inaccurate. The author provided few illustrations from themovie to support his or her argument. Or, the author’s use of illustrations is unclear orinaccurate.3 points-The author provided a relatively clear and accurate analysis of the vast majorityof or all sub-questions. The author provided a relatively clear and accurate analysis as theresult of using some course terminology. The author provided some clear and accurateillustrations from the movie to support his or her argument.4 points-The author clearly and accurately addressed all sub-questions. The authorclearly and accurately used a large variety of course terminology in their analysis.Theauthor clearly and accurately used text from the movie to illustrate his or her argument.Movie ChoicesPretty WomanLiar LiarErin BrockovichWhen Harry Met SallyJerry MaguireDo the Right ThingComing to AmericaSimon BirchAs Good as it GetsDangerous MindsGood Will HuntingMr. Holland’s OpusPatch AdamsTop GunPay it ForwardAlmost FamousWaiting to ExhaleYou’ve Got MailHope FloatsRain ManNotting HillAmerican BeautyBoys Don’t CryMrs. DoubtfireMy Best Friend’s WeddingSleepless in SeattleStepmomBeautiful GirlsWhat Women WantIn the BedroomJohn QA Beautiful MindI am SamDirty DancingCan’t Buy Me LoveMeet the Parents

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xiYou’ve Got MailBridget Jones’ DiaryBig DaddyTommy BoyReturn to MeMonster’s BallTitanicChocolatFridayDumb and DumberThe Sound of MusicSweet Home AlabamaHitch50 First DatesMona Lisa’s SmileThe Royal TenenbaumsMy Big Fat GreekWeddingBend it Like BeckhamAnger ManagementSweetest ThingWedding PlannerAlong Came PollyMaid in ManhattanShallow Hal10 ThingsI Hate aboutYouOne Fine DayRayReality BitesGreaseLegally BlondMean GirlsBreakfast ClubThe NotebookNever Been KissedMr. and Mrs. SmithEver AfterSex and the CityValentine’s DayJulie and JuliaHe’s Just Not That IntoYou

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xiiSample Course SchedulesTentative Course Schedule (15 week)WeekTopicand AssignmentReadings1Introduction to CourseOverview of SyllabusIcebreaker2Interpersonal Communication and PersonalityPages 1-293Understanding Self, Personality, and CommunicationPages 30-594Understanding Your Perceptions of OthersThink Piece #1 DuePages 60-875Assessing and Developing Verbal Message SkillsPages 88-1156Understanding, Assessing, and Developing Nonverbal MessagesPages 116-1497Assessing and Developing Listening and Responding SkillsThink Piece #2 DuePages 150-1778Emotions and CommunicationPages 178-2039Exam 1: MidtermIntroduce Film Application and Critique Assignment10Conflict in Relationships: Awareness to ResolutionPages 204-23311Understanding RelationshipsThink Piece #3 DuePages 234-25712Self-Disclosure and Intimacy in RelationshipsPages 258-28113Family and Friend RelationshipsWorkplace RelationshipsPages 282-32714Interpersonal Communication ResearchFilm Application and Critique Assignment DuePages 328-34315Exam 2: Final Examination

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Your Interpersonal Communication, First EditionxiiiTentative Course Schedule (12 week)WeekTopic and AssignmentReadings1Introduction to CourseOverview of SyllabusIcebreakerInterpersonal Communication and PersonalityPages 1-292Understanding Self, Personality, and CommunicationPages 30-593Understanding Your Perceptions of OthersThink Piece #1 DuePages 60-874Assessing and Developing Verbal Message SkillsUnderstanding, Assessing, and Developing NonverbalMessagesPages 88-1495Assessing and Developing Listening and Responding SkillsEmotions and CommunicationThink Piece #2 DuePages 150-2036Exam 1: Midterm ExamIntroduce Film Application and Critique Assignment7Conflict in Relationships: Awareness to ResolutionPages 204-2338Understanding RelationshipsThink Piece #3 DuePages 234-2579Self-Disclosure and Intimacy in RelationshipsPages 258-28110Family and Friend RelationshipsWorkplace RelationshipsPages 282-32711Interpersonal Communication ResearchFilm Application and Critique DuePages 328-34312Exam 2: Final Examination

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Your Interpersonal Communication, First Edition1Instructor’s ManualMeredith Marko HarriganState University of New York at Geneseo

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Instructor’s Manual2

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Your Interpersonal Communication, First Edition3Chapter 1: Interpersonal Communication andPersonalityLearning ObjectivesIn this chapter, you will help students understand1.How interpersonal communication is defined and how both your biology andculture influence your interpersonal communication.2.The components of the communication process: source, receiver, messages,channels, noise, feedback, and context.3.The difference between the content and relational levels of interpersonalcommunication.4.How to define and explain the five communication traits that make up the Big Fivemodel of personality.5.How your biology and personality influence your communication and thedevelopment of your communication skills and behaviors.6.The six interpersonal communication motives and how these motives influence thecommunication in your relationships.Concise Chapter SummaryThischaptersetsthefoundationforthestudyofinterpersonalcommunicationbyintroducing the reader to key definitions, models, characteristics, and influential factorsassociated with the communication process. Importantly, the chapter establishes theauthors’ unique approach to the study of interpersonal communication—that personality isan impactful variable in the communication process. Upon concluding this chapter, thereader should have the theoretical basis to begin their sophisticated journey into theexploration of interpersonal communication.Sample Answers for Discussion Questions (p. 29)1.How is interpersonal communication defined,and what does it mean when researcherssay that your interpersonal communication is part nature and part nurture?Interpersonal communication is a transactional process that occurs when twopeople use verbal and nonverbal messages to create understanding and to influenceeach other to manage the relationship.This definition highlights three important

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Instructor’s Manual4characteristics of the communication process. These are: (a) communication is atransactional process, (b) communication occurs through verbal and nonverbalchannels, (c) communication is a dynamic process. First, to call communication atransactional process is to argue that creating a sense of shared meaning is its coreobjective. In other words, meaning does not rest in either the sender or receiver;instead,itisnegotiatedbetweencommunicators.Second,meaningcanbeconstructed through the use of verbal and/or nonverbal channels. This principleillustrates that communication is complex in that it is not only language thatinfluences the construction of meaning; nonlinguistic means such as time, space,body language, appearance, and facial expressions also play a significant role.Finally,thefactthatcommunicationisadynamicprocessremindsusthatrelationships are always being transformed. Thus, we are constantly in the processof negotiating both our individual identities and relational realities.To argue that interpersonal communication is part nature and part nurture remindsus that multiple factors simultaneously influence the communication process. Weuse the term “nature” to label influential factors that are biological or innate to us ashuman beings. An example of an innate factor is our personality. In contrast, we usetheterm“nurture”tolabelinfluentialfactorsthatarelearnedthroughthesocialization process. An example of a learned factor is our cultural value forindividualism or collectivism.2.What are the components of the interpersonal communication process?There are seven main components of the interpersonal communication process.They are: (a) source, (b) receiver, (c) messages, (d) channels, (e) noise, (f) feedback,and (g) context. First, source refers to the initiator of the communication process;that is, the person who wants to send a message to another person. In order toinitiate the communication process, the source must transfer their thought into averbal or nonverbal code to be sent to a recipient through a process known asencoding. Second, thereceiver is the recipient of the message that was encoded bythe source. In order to continuethecommunication, the receiver must transfer theverbal or nonverbal code into a thought through a process called decoding. Third,messages are those meanings that are being transferred from the source to thereceiver. Messages can take a verbal or nonverbal form.Fourth, channels refer tothe mediums that sources and receivers use to carry their messages to one another.The five senses (sight, sound, touch, taste, and smell) exemplify the five basicchannels.Fifth, noise refers to anything that interferes with or distorts thecommunication process. Noise can be external to the source and receiver such as thephysical noise of campus construction or a sounding fire alarm. Noise can also berooted inside the source or receiver such as the psychological noise of daydreamingabout Friday night plans or the physiological noise of exhaustion. Sixth, feedbackrefers to the response that a receiver sends back to a source. The presence offeedback in this model of communication reminds us that communication is a jointlyenacted process rather than something we can do alone. As a receiver sendsfeedback, he or she switches positions with the source; that is, the receiver becomesthe source and the source becomes the receiver. Finally, context refers to the time

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Your Interpersonal Communication, First Edition5and space within which the communication process takes place.Both macro orglobal factors,such as the physical and historical environment,as well asthemicroor local factors,such as the specific environment in which the communication takesplace,are impactful on the communication process. The figure below offers a visualrepresentation of these components.3.What is the difference between the content and relational levels of interpersonalcommunication?Communication is bi-dimensional. By this, we mean that all messages contain bothcontentandrelationaldimension.First,thecontentdimensionreferstothesubstance of the message; that is, what the source is trying to send to the receiver.Often times, the content of a message is sent using verbal codes. In contrast, therelational dimension of a message tells the receiver how to interpret the tone of themessage. Thus, it focuses not onwhatis at the heart of the message, but rather onhowthe message is communicated. Often times, the relational dimension of amessage is communicated using nonverbal codes such as tone of voice, facialexpressions, or body language.Follow-up question: Provide an example of a situation when eithernonverbal messages served both the content and relational functions orwhen verbal messages served both the content and relational functions?4.What are the five traits that make up the Big Five model of personality? How are thesetraits related to your communication behavior?The Big Five personality model, proposed by psychologists Robert McCrae and PaulCosta, argues that there are five main traits that comprise a person’s personality. Aperson might score high or low regarding each dimension. These traits are: (a)openness,(b)conscientiousness,(c)extraversion,(d)agreeableness,and(e)neuroticism. First, openness refers to the degree to which a person is intellectually

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Instructor’s Manual6curious, imaginative, or creative.Those who rank high in openness are oftenperceived by others as unique and individualistic. Second, conscientiousness referstothedegreetowhichapersonisgoal-driven.Thosewhorankhighinconscientiousness are often viewed by others as hard working, intelligent, anddependable. Third, extraversion refers to the degree to which a person enjoyssocializing and talking with others. Individuals who rank high in extraversion areoften viewed by others as assertive and action-oriented individuals who embracenew opportunities. Fourth, agreeableness refers to the degree to which a personapproachesinteractionwithapositiveorientation.Thosewhorankhighinagreeableness are perceived by others as friendly and easy to get along with due totheir considerate disposition. Finally, neuroticism refers to the degree to which aperson deals with intense emotions such as anxiety, anger, and/or depression.Individuals who rank high in neuroticism are often viewed by others as impatientandthreateningtopleasurableinteraction.Thefigurebelowoffersavisualrepresentation of these traits.Follow-up question: Which of the five traits do you feel most stronglyimpacts your communication? Why?5.How are your biology (neurology), psychology (temperament), and communicationbehaviors related? Would you consider your communication style to be learned,influenced by the genes you inherited by your family members, or both? Explain.A person’s psychology or temperament is an example of one of the “nature-related”(as opposed to “nurture-related”) factors that influence a person’s communicationbehavior.Nature-related factors are biological/neurological or innate to us ashuman beings. This perspective—that nature-related factors such as a person’stemperamentinfluencestheircommunicationbehaviors—complementsthetraditional perspective that communication is a learned process.The figure belowprovides a visual representation of the relationship between neurology, psychology,and communication.

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Your Interpersonal Communication, First Edition7I believe that my communication style has been influenced by both the lessons Ihave learned observing others throughout my lifetime and my biological makeup,which includes my personality.Although it is difficult for research to support thenature hypothesis due to the inability to prevent others from learning from theirsocial networks, patterns of communication evident in my multi-generational familyline are highly persuasive of the link between biology and communication behavior.6.How do the six interpersonal communication motives influence the communication inyour relationships?Interpersonal communication motives are relativelystable characteristics thatexplain why people communicate with others. These motives put forward by Rubinand her colleagues include: (a) pleasure, (b) affection, (c) inclusion, (d) escape, (e)relaxation, and (f) control. First, when people communicate to have fun or beentertained, they are motivated by pleasure. For example, when I get spare time, Ienjoy calling my friends to catch up.These interactions are usually comprised ofstories, shared memories, and most importantly, laughter. Second, when peoplecommunicate to express or receive love, they are being motivated by affection. Forexample, when I engage my infant son in a nightly ritual of “I love you more than…”my goal is to use communication to remind him how much I love and value him.Third, when people communicate to establish a connection with other people, theyare being motivated by inclusion. For example, I often take the time to enjoy lunchwith my colleagues. Through friendly conversation, we maintain and strengthen ourprofessional and personal relationships. Fourth, when people communicate to avoidpotentially stress-inducing situations, they are motivated by escape. For example, Ioften find myself choosing to respond to emails rather than complete a time-sensitiveprojectwithwhichIhavebeenstruggling.Fifth,whenpeoplecommunicate to unwind or reduce pressure that accumulated during the day, theyare motivated by relaxation. For example, I unwind from my busy day by taking along “talking walk” with my husband. This ritual helps me feel at ease as I prepare tosleep. Finally, when people communicate to influence compliance in others, they aremotivated by control. For example, when I interact with our department studentassistant, I do so for this reason. My main goal is to inform her of the tasks I needaccomplished that day.

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Instructor’s Manual8Activities and AssignmentsTRANSACTIONAL MODEL APPLICATIONAnalyze your interaction with a member of your close personal network. The next time youare contacted by a friend, family member, or significant other, analyze the interaction byaddressing the following questions:1.What was the message that your network memberactuallysent? What was themeaningyou took fromthe message that was sent? How, if at all, were thesemessages different? Why do you think they were different?2.What verbal and nonverbal codes and channels did the network member usewhen communicating this message? Were they effective choices? Why or whynot?3.What verbal and nonverbal codes and channel did you use when providingfeedback to your network member? Were they effective? Why or why not?4.Did noise interfere with the transmission of the message? If so, what, ifanything, could you have done, to prevent this noise?5.Describe both macro-and micro-contextual factors that influenced thecommunication.Topic: Understanding Your Interpersonal CommunicationIF ONLY I COULD TAKE IT BACKDescribe a time when you wished that communication was reversible. Provide thefollowing details:1.Describe the situation in which the communication occurred.2.Describe exactly what you expressed verbally and nonverbally.3.In retrospect, why did you choose the verbal and nonverbal codes you used?4.After careful consideration, why do you wish communication was reversible inthis instance? In other words, why do you view the exchange as problematic?5.If you were given the opportunity to redo your exchange, what would you havedone differently? Why did you suggest each change?

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Your Interpersonal Communication, First Edition96.Knowing that communication is irreversible, what will you do differently thenext time you experience a similar situation in order to prevent the problemsthat resulted from this interaction?Topic: Characteristics of Interpersonal CommunicationWHAT IS YOUR TRUE COLOR?Complete the “True Colors” worksheet at the end of this section and answer the followingquestions:1.Which color best reflects your personality?2.Do you agree with the results of your assessment? Why or why not?3.Describe an instance when this personality characteristic helped you foster apositive interpersonal relationship?4.Describe an instance when this personality characteristic hindered you fromfostering a positive interpersonal relationship.Color InterpretationsFor interpretations of each color, please see True Colors at Work by Mary Miscisin availableat http://truecolorstest.com/Presentations/TrueColors-Work-Article.htmTopic: Personality and Interpersonal CommunicationGENDER AND TECHNOLOGY ON CAMPUSAnalyze your campus culture in terms of rules that are relevant to interpersonalcommunication. Address the following questions:1.What gender differences exist when it comes to dating? Are there various rulesthat only apply to men or women? What would happen if the opposite sexattempted to follow these gender rules?2.What rules exist regarding the use of technology in dating? In relationshipinitiation? Is Likealittle (lal.com) active on your campus? If so, what role does itplay in developing interpersonal relationships? What role do other forms oftechnology such as Facebook, Blackboard, Angel, and YouTube play in terms ofdeveloping, maintaining, or hurting interpersonal relationships?Topic: Gender, Culture, Technology, and Interpersonal Communication

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Instructor’s Manual10TRUE COLORS INVENTORY WORKSHEET1Instructions: Review the word clusters that appear in each of the following five rows: Placea “4” next to the cluster that describes you best; place a “3” next to the cluster thatdescribes you second best; place a “2” by the cluster that describes you third best; place a“1” by the cluster that describes you least. When you are finished, add up the total pointsfor each of the four columns. The color with the highest score is said to be your “true color.”ActiveOrganizedNiceLearnerVarietyPlannerHelpfulScientificAthletic_______Neat_______Friendly _______Private_______CompetitiveCleanCaringCuriousAction-OrientedPunctualOther-orientedInquisitiveFun_______Honest_______Empathic _______Questioner_______PlayfulHelpfulKindIndependentAdventurousTrustworthyUnderstandingExplorerQuick_______Dependable_______Giving_______Self sufficient _______BusyRule FollowerGenerousCriticalFreeUsefulAnimal LoverProblem SolverWinner_______Thrifty_______Collegial_______Challenging_______ExcitingPridefulOptimisticMathematicalLivelyTraditionalEasy GoingSense-makersHands-On______Ethical_______Natural_______Reader_______TOTALSOrange __________Gold __________Blue __________Green __________1Adapted From: Miscisin, M. (2004)Showing our true colors. True Colors Inc. Publishing and work featuredon http://www.true-colors.com/index.html

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Your Interpersonal Communication, First Edition11Chapter 2: Understanding Self, Personality,and CommunicationLearning ObjectivesIn this chapter, you will help students understand1.The differences between self-concept and self-esteem.2.How self-concept and self-esteem affect communication.3.The difference between personality and communication traits.4.How your communication apprehension affects your interpersonalcommunication.5.The difference between assertiveness and responsiveness.6.The four social styles that comprise your socio-communicative orientation:amiables, analyticals, drivers, and expressives.7.How to differentiate between the identity management characteristics of publicand private self, of pragmatic and principled self, and of high and low monitors.8.Each of the identity management strategies.Concise Chapter SummaryThis chapter explores the role the self plays in our communication and interpersonalrelationships. Because interpersonal communication involves the negotiation of meaningbetween two individuals, factors related to each individual, are essential to explore. Theseinclude self-concept, self-esteem, communication traits, and identity management. Thechapter highlights the various ways that biology, specifically personality, combines withsocial factors to influence our experience of the self and, in turn, our communication andinterpersonal relationships.

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Instructor’s Manual12Sample Answers for Discussion Questions (p. 59)1.Differentiate between self-concept and self-esteem. How are they related tocommunication?A person’s self-concept is the sum total of their knowledge and understanding abouthis or her self. It involves the set of perceptions they have about their self. There aremany important characteristics of the self-concept. First, self-concept is learned.This means that our understanding of our self is not present at birth; instead, itdevelopsasaresultofourinteractionswithothers.Second,self-conceptismultifaceted. This means that there are many components to a self-concept. Third,self-concept is socially constructed. This means that it is impacted by factors takingplace on the societal level. As a result, a person’s self-concept may change due totheir life experiences.A person’s self-esteem is related to their self-concept in that self-esteem refers tothe appraisals a person makes about his or her worth. Just as self-concept ismultifaceted,self-esteemismultidimensional.Thismeansthatself-esteemiscomprised of many dimensions including the cognitive dimension or evaluationsabout your ability to learn, the social dimension or your evaluation about yourability to interact effectively with others, and the physical dimension or yourevaluation regarding your body image and level of attractiveness. Self-esteem is alsoimpacted by both nature-and nurture-related factors. Thus, self-evaluations areboth genetically driven and learned through interactions with others.Self-concept and self-esteem are both integral to the communication process. First,self-concept and self-esteem impact how motivated you are to communicate withothers. For example, people who have low social self-esteem would be less likely tointeract with others than those who have high social self-esteem because theynegatively evaluate their ability to relate with people. Second, self-concept and self-esteem impact our own expectations and expectations others have of us. Forexample, those who have high cognitive self-esteem may expect themselves to dowell on exams. As a result of the self-fulfilling prophecy, theexpectation mayactually influence their study habits and, as a result, their performance on the exam.Likewise, others’ expectations of us also have a significant impact on our behaviors,making them more likely to come true.2.What is communication apprehension, and how does it affect your communication?Communication apprehension is an example of a communication trait—an enduringconsistency in message-sending and message-receiving behavior experienced by anindividual. Specifically, communication apprehension is a form of social anxietywhich refers to the level of fear an individual experiences before real or anticipatedcommunicationwithothers.Individualswhoarehighincommunicationapprehension are more likely to avoid or withdraw from communication with

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Your Interpersonal Communication, First Edition13others. They are also more likely to experience verbal disruptions or engage in overcommunication when interacting with others.Follow-up question: In what contexts do you experience communicationapprehension? What steps have you taken to reduce the impact of theapprehension on your behavior?3.What are the four socio-communicative orientations? Provide an example of a personyou know who exemplifies each style.A person’s socio-communicative orientation refers to their level of responsivenessandassertivenesswhencommunicatingwithothers.Thesetwofactors—responsiveness and assertiveness—can be combined to create four specific socio-communicative orientations. These are: (a) amiables, (b) analyticals, (c) drivers, and(d) expressives. Amiables are high in responsiveness but low in assertiveness. Theyare often perceived by others as relational specialists because they work well withpeople. Amiables are well suited for careers in helping fields. I would considermyself an amiable. As a communication professor who specializes in interpersonaland family communication, I enjoy being helpful to my students both in terms oftheir academic and relationship development. Second, analyticals are low in bothresponsiveness and assertiveness. They are often perceived by others as technicalspecialists due to their likeliness of experiencing communication apprehension.They are well suited for careers in engineering and the natural sciences. In my priorposition, I had the opportunity to work with engineering majors who were requiredto take a course in intercultural communication in order to complete their degree.Many of those students were analyticals who experienced fear when communicatingwith others. Third, drivers are low in responsiveness but high in assertiveness. Theyare often perceived by others as control specialists because of their desire to lead.They are well suited for careers that involve leadership and control such asmanagement and politics. I would consider my husband a driver because of hiscomfort asserting his beliefs and opinions andhis competence serving in leadership positions.Finally,expressivesarehighinbothresponsivenessandassertiveness.Theyareoften perceived by others as social specialistsbecauseoftheirskilledcommunication.Because they like to be noticed by others, theyare well suited for careers in sales and the arts.EachdayIworkwithanumberofcommunication majors who can be describedasexpressives.Manyofthemminorinbusiness or in musical theatre which reflectstheirambitious,enthusiastic,anddramaticorientations.

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Instructor’s Manual14The figureaboveoffers a visual depiction of the relationship between high and lowresponsiveness and assertiveness and the four socio-communicative orientationsthat emerge from their combination.4.What is the difference between the public self and the private self, and what is thedifference between the principled self and the pragmatic self?Identity management, a concept rooted in Erving Goffman’s notion of face, is theprocess of attempting to control the impressions others have of us. This processinvolves the careful negotiation of the private self or identity with the public self oridentity. The private self refers to the person we believe ourselves to be in times ofhonest reflection. Some people refer to this as the “real” me. In contrast, the publicself refers to the self we try to project to others. It can be considered our “publicimage.” Also tied to the process of identity management are the pragmatic self andprincipled self. These terms refer to people’s beliefs regarding the appropriatedegree of identity management. People who embrace the pragmatic self see identityas flexible, adaptive, and context bound. They believe that engaging in identitymanagement allows them to achieve personal goals. In contrast, people whoembrace the principled self believe that identity should be stable and consistentacross contexts. Thus, they are unlikely to engage in identity management.Follow-up question: Do you embrace your pragmatic or principled self?Describepositiveandnegativeimplicationsofembracingeitherthepragmatic or principled self.5.How do situation and personality work together to influence impression management?Two major factors work together to influence how a person manages his or heridentity. They are situational factors and personality factors. First, situationalfactors deal with the characteristics of the context in which the communication istaking place. It is more important to engage in impression management in somecontexts than in others. For instance, one is more likely to engage in impressionmanagement on a first date than when on a date with their lifetime partner. Second,personalityfactorsdealwithindividualdifferencesthatimpactimpressionmanagement. One noted personality factor is the degree to which a person engagesin self-monitoring—the internal process of being aware of yourself and how you arecoming across to others. Although people would be likely to engage in impressionmanagement when on a first date, high self-monitors would put more care andattention into this process than low self-monitors. Therefore, both situational andpersonality factors work together to influence the degree to which a personpractices impression management.Follow-up question: Describe five situations when you believe impressionmanagement is important. What specific steps do you suggest a person taketo manage their identity in each of the five situations?

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Your Interpersonal Communication, First Edition156.What are some identity management strategies?There are multiple strategies that a person can use to manage their identity. Identitymanagement strategies that apply to most relationships include (a) managing yourappearance, (b) managing your first impressions, and (c) managing your onlineidentity. First, appearance refers to the personal factors that people use to shapetheir image. For example, people can put careful attention into the clothing theychoose to wear; their grooming behaviors; and their use of artifacts such as tattoos,makeup, and jewelry. Second, since many people often judge someone quickly uponmeeting them, it is important to put effort into managing the first impression youmakeonanotherperson.Thingstoconsiderduringthistimeare:theappropriateness of your greeting behavior, the confidence of you voice, your use ofgestures, and the way you respond to your communicative partner. Finally, becauseof the technological age in which we live, it is essential to manage your onlineidentity. This process is especially important for individuals who engage in socialnetworking through sites such as Facebook or MySpace. Things to consider doinginclude:removingpotentiallydamagingpicturesorinformationfromsocialnetworking profiles, using privacy features to control who has access to your socialnetworking profiles, exploring the internet to see what information is posted aboutyou, and taking steps necessary to remove unwanted information about you thatappears online.Activities and AssignmentsSELF-FULFULLING PROPHECIES IN THE CLASSROOMWatchthevideotitled“LearningBehavior”thatappearsonYouTubeathttp://www.youtube.com/watch?v=3YIwlajUpfY.Address the following questions:1.Whatarethefourcommunication-relatedfactorsthatimpactedthestudentoutcomes?2.How is the Pygmalion effect similar to or different from the self-fulfilling prophecy?3.What characteristics of self-concept and self-esteem does the video reinforce?Topic: Understanding the SelfIDENTITY CONSTRUCTION IN POPULAR CULTUREChoose an issue of a popular magazine such asPeople Magazine, Glamour, Cosmopolitan,ESPN, The Magazine, orSports Illustratedon which to focus this exercise. Carefully revieweach story that appears in the issue. After doing so, address the following questions:1.On what kinds of identities is the issue focused?

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